activity kit - · pdf filee tipu e rea activity kit 7 he aha te¯nei – what is this?...

E Tipu E Rea

A Framework for Taiohi Maori Development

By Teorongonui Josie Keelan and Associates

Ministry of Youth AffairsTe Tari TaiohiDecember 2002

Activity Kit

E Tipu E Rea Activity Kit2

WHAK AMARAMA - EXPL ANATION

Great care was taken in the design of this resource package to make it easy to follow and a pleasure to use.

The koru in the cover design is used as an arrow projecting growth and development, bringing a feeling of

dynamic movement forwards and upwards.

Copyright© Ministry of Youth Affairs 2002The Ministry of Youth Affairs holds the copyright for this paper.Material can be copied provided it is not for the purpose of sale and the source of the material is acknowledged.

Published byMinistry of Youth AffairsPO Box 10-300, Wellington, New ZealandPh: (04) 471 2158, Fax: (04) 471 2233Email: [email protected]: www.youthaffairs.govt.nz

This resource can be downloaded from the Youth Affairs’ website – www.youthaffairs.govt.nzLimited hard copies are available from Youth Affairs.

ISBN 0-478-25010-x (book)ISBN 0-478-25011-8 (web)

Designed by Cluster Creative

NGA MIHI - ACKNOWLEDGMENTS

The Ministry of Youth Affairs acknowledges the valuable contributions of everyone involved in the development

of this resource.

Teorongonui Josie Keelan & Associates was commissioned by Youth Affairs to develop E Tipu E Rea.

Teorongonui Josie Keelan worked with many taiohi Maori. The information and ideas are the work of the following

taiohi Maori who were all aged between 14 and 26 years at the time of writing:

Charles Cairns, Kevin Crall, Renee Davies, Tammy Dehar, Marama Gardiner, Doone Harrison, Waata Heathcote,

Toby Hohapata, Carrie Hunter, Tiahuia Karaka, Mere-Tauira Keelan, Rawinia Kingi, Tumanako Kururangi, James

Leota, Hohepa Lundon, Betty June McClutchie, Bobbi Morice, Kararaina Ngoungou, Anlea Olsen, Hollie Pohatu,

Joella Pryor, Nadja Studer, Stormie Waapu, Rawiri Waititi, Korena Wharepapa, Keriana Whati.

Also recognised for their important contributions are Adrian Neal (layout, design of workshop resources and

koru on the cover), Tangi Edwards (caterer), Hope Te Ua (workshop assistant) and Paewhenua Hou (pre-testing

and evaluation).

The framework used in the design workshops is the work of the Ministry of Foreign Affairs and Trade - Logical

Framework Analysis: A Tool for Project Preparation and Management.

E Tipu E Rea Activity Kit 3

Te Whakataukı - The Proverb ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 5

Whakatuwheratanga - Introduction ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 7

Whakatakatoranga Kupu - Terminology ------------------------------------------------------------------------------------------------------------------------------------------------------------- 11

Rangatahi or Taiohi ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 13

A Framework for Taiohi Maori Development----------------------------------------------------------------------------------------------------------------------------------------- 15

TOHENGA - GOAL 15

Increased capacity for taiohi Maori to fully participate in all aspects of Maori development

Nga Whainga - Objectives ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 16

OBJECTIVE 1: 16

To involve taiohi Maori in activities that are important to them

OBJECTIVE 2: 17

To integrate contemporary issues into any development project for taiohi Maori

OBJECTIVE 3: 18To provide opportunities for taiohi Maori to integrate tikanga of their ancestors into their activities

OBJECTIVE 4: 19

To ensure the soul of taiohi Maori is nurtured in all activities

Nga Whakaputanga - Outputs --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 20

A range of activities that can be implemented by organisations depending upon their capacity to deliver

Nga Mahi - Activities and Practical Tips ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 21

Rarangi Take - Contents


E tipu e rea mo nga ra o tou ao

Ko to ringa ki nga rakau a te Pakeha

Hei ara mo to tinana

Ko to ngakau ki nga taonga a o tıpuna Maori

Hei tikitiki mo to mahuna

Ko to wairua ki to Atua, nana nei nga mea katoa.

Grow up and thrive for the days destined to you.

Your hands to the tools of the Pakeha

to provide physical sustenance,

Your heart to the treasures of your Maori ancestors

as a diadem for your brow,

Your soul to your God, to whom all things belong.

Ta Apirana Ngata

Te Whakataukı - The Proverb


He aha tenei – what is this?Based on Ta Apirana Ngata’s whakataukı , E Tipu E Rea will help you improve how you involve taiohi Maori in

your work and hopefully encourage taiohi Maori to become involved in Maori development.

The E Tipu E Rea activity kit shows how the whakataukı can help you to involve taiohi Maori in your work. It

includes practical advice and ideas on how to make this happen.

He aha ai – why was it developed?When the New Zealand Youth Suicide Prevention Strategy (Ministry of Youth Affairs, Ministry of Health and Te

Puni Kokiri [1998]) was developed a key goal that emerged was strengthening the role of taitamariki, so they

could provide a valuable contribution to Maori development. One of the main challenges that came out of hui

with adults and taiohi Maori focus groups was that taiohi Maori were not involved or lacked opportunities to

participate in their Maori communities.

E Tipu E Rea was developed to support the goals and vision in the New Zealand Youth Suicide Prevention

Strategy and to support taiohi involvement in Maori development at whanau, hapu, iwi and community levels.

Ko wai tenei taea – who can use this?Yes! You can use it.

E Tipu E Rea is for any group, organisation or individual of any age who works with taiohi Maori. It can also be

used by taiohi who are looking for ideas about how to become more involved in their communities.

The target group is taiohi Maori aged between 12 and 24 years.

A hea – when?E Tipu E Rea can be used at any time. If you don’t have any ideas on how to involve taiohi in your work, E Tipu

E Rea may help you. If you already involve taiohi Maori in your work, then it may spark bigger and better ideas

about future projects with taiohi Maori.

Whakatuwheratanga - Introduction


I hea – where?E Tipu E Rea can be used in any place. Some of the activities are big and some are small. Some of the activities

may require funding, special equipment or, more importantly, special people. You should find activities that

suit your needs and resources.

Pehea ai – how?I PEHEA AI TE WHAK APUTANGA – HOW WA S IT PRODUCED?

There were three design workshops with three groups of taiohi Maori nominated by a range of Maori/iwi

organisations covering urban and rural interests. The taiohi were divided according to age (12-17, 18-20, 21-25

year olds) although the programme for each design workshop was the same.

Each workshop produced ideas that were integrated into the E Tipu E Rea activity kit and sent to representatives

from the design groups for comment. Kuia and koroua also commented on the resources produced by the

taiohi.

I TAEA AI I TE WHAKARITENGA – HOW C AN YOU USE E TIPU E REA?

For the goal of E Tipu E Rea to be achieved, you need to do at least one of the activities described.

As a starting point, you might like to ask yourself the following questions:

• are taiohi Maori involved in your work and, if they are, what roles do they have?

• do you have ideas about how you would like to involve them in your work?

• do you have existing projects that they might be interested in?

If you think taiohi Maori involvement is a good idea then look at the activities to get some ideas. You should be

able to find an activity that suits your needs.

Kei te tımata – getting startedEach activity has practical tips and suggestions to help you start and guide you through the process.

If you can see where you can improve on the process suggested then do so. Everything can always be improved

on and you might have a better way of doing things.

Sometimes a book is recommended or a contact name and address is given. These can go out of date quickly

so it is useful to also do your own research for resources.

Note: E Tipu E Rea emphasises the involvement of taiohi. There are constant reminders of this throughout

because sometimes it is easy to forget about involving them in decision making.


Finally, it is important to celebrate your achievements and especially those of the taiohi who have been involved

in your work. You can celebrate and share time with taiohi by:

• having a kai together

• watching a movie or video

• giving a taonga to the taiohi as a token of appreciation (these could be certificates, kete, pounamu, whakairo

wheua, t-shirts).

If you’re lost for ideas, ask your taiohi. No doubt, they’ll have a lot of ideas about how they would like to

celebrate their achievements.

HAI KORERO WHAK AMUTUNGA – THE FINAL WORD

In the following pages, you will find some suggested activities that will help you to increase the ways taiohi

Maori can join in Maori development at whanau, hapu, iwi and community levels.


aroha love

awhi/manaaki support and look after

hapu sub-tribe

hui gathering or meeting

iwi ke a different tribe

iwi takiwa tribal homeland

iwi tıpuna tribal ancestors

iwi tribe

kapa haka cultural group

karakia prayer

kaumatua elders

Whakatakatoranga Kupu - Terminology

tohenga goal – describes the

end result that you want

nga whainga objectives – describes

how to achieve the

result you want

nga whakaputanga output – describes the

actual end result

nga mahi activities – the ways

taiohi Maori can be

involved

tutohungia indicator – asks how

you know you have

achieved the result you

want

Here is an explanation of the terms used in this activity kit:

DESCRIBING THE FRAMEWORK

nga whakatuturutanga means of verification –

asks how you can

measure your success

nga tupono me risks and constraints –

nga tautawhai asks you what

challenges you are

likely to face in

achieving your goals

nga whakahaere risk management – asks

tupono you how you will

overcome the

challenges that might

prevent you from

achieving your goals

OTHER MAORI WORDS

kete kit

kuia/koroua elderly woman/man

Mai Time/Pukana iwi/Maori television

programmes

Manu korero Maori speech

competition for

secondary school

students

marae ancestral place

mihi whakatau welcome speech

mihi greet


OTHER MAORI WORDS (CONT.)

pa another name for a

marae

pakeke adult

pounamu greenstone

rohe district

roopu group

runanga tribal council/authority

te reo Maori the Maori language

tikanga customary ritual

tuakana/teina older/younger sibling

wananga gathering for learning

whakairo wheua bone carving

whakapapa genealogy

whanau family

waiata songs


Okay, so you’ve noticed the use of the word taiohi rather than rangatahi. Here’s an explanation starting with

the word rangatahi because most of you will be familiar with it.

Use of the word “rangatahi”Despite the fact that the Maori word rangatahi has become the popular word to use when referring to young

people in Aotearoa New Zealand, whether they are Maori or not, it does not mean “youth” at all. When translated,

it actually means “fishing net”.

Some people say that it became popular through the work of Hoani Waititi (Whanau-a-Apanui). He was an

educationalist of the 50s and 60s and wrote two Maori language texts for use in schools called Rangatahi 1 and

Rangatahi 2. The whakataukı (proverb) “Ka pu te ruha ka hao te rangatahi”, credited to Ta Apirana Ngata

(Ngati Porou), was used in both books. The books were the major te reo Maori texts during their time so it is

probably fair to say that they may have contributed to the use of the word rangatahi when referring to youth.

Certainly, the whakataukı which means “When the old net is worn out, the new net is put into use” is constantly

used in reference to young people and this has probably reinforced the use of the word, rangatahi.

So, how did the whakataukı become so popular? It is hard to say really. Probably the answer is its constant use

in a poetic form as a way to describe how young people eventually take over the roles of those older than

themselves. It is poetry. It has rhythm. It sounds like music when it is spoken.

Use of the word “taiohi”In an article in Tu mai (June 2000, Issue 14, pp 6-8) a koroua from Northland said that using the word rangatahi

when referring to youth was incorrect. He also gave some words that are used when referring to young people

including tamariki and taitamariki. His korero was about what he saw as the misuse of Maori words, one of

which was rangatahi.

All government departments have both English and Maori names. The Ministry of Youth Affairs’ Maori title is Te

Tari Taiohi given to them by Te Taura Whiri I Te Reo Maori (the Maori Language Commission). The Commission

told the Ministry that “taiohi” meant “youth”. The various Maori to English dictionaries translate “taiohi” into

young or youthful. The noun “taiohinga” means youth.

One of the responsibilities of Te Taura Whiri I Te Reo Maori is “to sustain and nurture the existing language”. E

Tipu E Rea supports Te Taura Whiri I Te Reo Maori in this responsibility by using the original Maori word for

youth. Therefore, taiohi and taiohinga are used instead of rangatahi. There is no whakataukı to give it added

meaning. Perhaps someone will write one in the future.

Rangatahi (fishing net) or Taiohi (youthful or youth)


A Framework for Taiohi MaoriDevelopment -The Goal, Objectives and Output

• Involve taiohi Maori

right from the

beginning of the

project.

• Provide a stable

foundation of

capacity building for

Maori organisations.

• Provide incentives to

taiohi and Maori

organisations for

their participation.

• Appraisals and/or

evaluations of the

activities and

facilitators.

• Build resources for

project and training

into your

organisation’s

business plans.

• Not enough Maori

organisations to

cater for needs.

• Lack of resources to

involve taiohi in

Maori projects.

• A breakdown in the

delivery or

presentation of

activities.

• Maori organisations

may need additional

support to develop

and deliver

programmes or

intiatives for taiohi

Maori.

• Whanau, hapu, iwi

celebrations of the

achievements of

taiohi members.

• Iwi registrations

increase.

• Youth driven projects

increase in number

and are visible.

• Census statistics

(decrease/increase).

• Within a census

period, an increase in

census statistics of

those identifying as

Maori and their iwi

indicating an

awareness of their

identity.

• Within 5 years of

undertaking a

programme of

activities, the

organisation is able

to measure greater

participation of taiohi

Maori in different

elements of society,

e.g. in business or

the runanga.

TOHENGA - GOAL

Increased capacity for taiohi Maori to fully participate in all aspects of Maori development.

Tutohungia - Indicators Nga Whakatuturutanga -Means of Verification

Nga Tupono Me NgaTautawhai - Risks andConstraints

Nga Whakahaere Tupono- Risk Management


• Identify the resources

required for activities

and include these in

annual planning hui

for your organisation.

• Identify training

opportunities for

staff around working

with taiohi Maori.

• Use appropriate

opportunities to

examine and discuss

tikanga practices

with taiohi, pakeke,

kuia and koroua in

your organisation.

• Groups wanting to

use the activities in

the kit lack

information and

knowledge about

tikanga at whanau,

hapu, iwi and general

Maori levels.

• Groups lack financial

resources to do the

activities either in the

kit or those identified

by taiohi Maori.

• Staff/adults within

an organisation have

limited skills and

understanding of

how to work with

taiohi Maori.

• Balance the needs of

taiohi with tikanga

Maori practices.

• Highlight taiohi

activities in an

organisation’s or

group’s reports or

newsletters.

• There is an increase

in the number of

taiohi Maori involved

in or present in an

organisation.

• Each activity can be

adapted to the

tikanga of a young

Maori person’s

whanau, hapu and

iwi.

• Each activity includes

tikanga that adds to

a young Maori

person’s knowledge

in the areas they are

interested in.

• Taiohi will participate

or be involved in the

activities.

• Taiohi will continue

to be involved in

other aspects of the

organisation.

• Taiohi will go to

Maori organisations

with their own ideas

for activities.

NGA WHAINGA TUATAHI – OBJECTIVE 1

To involve taiohi Maori in activities that are important to them.




See activities 1, 2 and 3.


• Revise the

programme every 2-3

years to take into

consideration both

the needs of taiohi

Maori and the

capability of your

organisation.

• Ensuring that

programmes and

activities are flexible

enough to address

current issues for

taiohi Maori.

• Range of activities is

not extensive enough

so the needs of some

groups are not met.

• Activities don’t

reflect the needs of

taiohi Maori.

• Programmes meet

the needs of taiohi.

• Taiohi develop skills

to cope with

challenges in their

lives.

• Taiohi participate in

activities whether

these are at whanau,

hapu, iwi or

community levels.

• Appropriate activities

are offered whenever

they are needed.

• Activities respond to

issues currently

facing taiohi.

NGA WHAINGA TUARUA – OBJECTIVE 2

To integrate contemporary issues in any development project for taiohi Maori.




See activities 2 and 4.


• Consult with taiohi.

• Provide a stable

foundation of capacity

building for Maori

organisations.


taiohi and Maori to

improve participation

opportunities in their

work.

• Appraisals or

evaluations of

activities to ensure

they meet everyone’s

needs.

• Developing strong

relationships between

taiohi and adults who

hold cultural

knowledge.

• Not enough Maori

organisations to

cater for needs.

• Limited resources

including capacity to

deliver programmes

or initiatives to

taiohi.

• Balancing traditional

ideas against what or

how taiohi choose to

be involved in

whanau, hapu, iwi

and community

activities.

• Whanau, hapu, iwi

celebrations of the

achievements of

taiohi members.

• Iwi registrations

increase.

• Kaupapa taiohi Maori

projects increase in

number and visibility.

• Increased numbers of

Maori tapping into

organisations and

other resources

available.

• Census statistics

(decrease/increase).

• Increased numbers of

taiohi involved in

whanau, hapu, iwi

and community

activities.

NGA WHAINGA TUATORU – OBJECTIVE 3

To provide opportunities for taiohi Maori to integrate the tikanga of their ancestors into their activities.




See activities 5, 6, 7 and 8.

• An increase in census

statistics of taiohi

Maori who:

- identify as being

Maori

- can identify their

iwi.

• Able to measure

greater participation

of taiohi Maori in

different aspects of

an organisation or

community.


• Developing activities

in partnership with

taiohi.

• Aligning cultural

practices like

whakawhanaungatanga

with your

organisation’s own

practices.

• Finding out what

taiohi need for a

holistic approach to

their wellbeing.

• Designing or

including activities in

all work that nurture

the wairua of a

taiohi.

• Taiohi Maori share

their stories with

Maori whanau, hapu,

iwi and communities.

• Taiohi succeed in

their chosen

pursuits.

• Taiohi Maori have

confidence to

participate in any

aspect of Maori

development.

• Taiohi Maori have a

sense of belonging to

Maori whanau, hapu,

iwi and communities.

NGA WHAINGA TUAWHA – OBJECTIVE 4

To ensure that the soul of taiohi Maori is nurtured in all activities.




See activities 9, 10 and 11.


• Provide flexibility

within the range of

activities to allow for

new activities to be

added. These can be

developed by

organisations that

then suggest that

they be added.

• Promotion of the

activity kit needs to

be constant and take

into consideration

the various levels at

which organisations

operate.

• Identifying target

audiences and

ensuring these

groups receive copies

of E Tipu E Rea.

• The range of

activities does not

have enough variety

in levels to cater for

the ability of

organisations to

deliver.

• The range of

activities does not

have wide enough

coverage.

• Ensuring that people

who work closely

with taiohi are able

to receive and use E

Tipu E Rea.

• Organisations and

individuals are able

to obtain and use the

activities.

• Organisations are

able to undertake an

activity no matter the

level of their capacity

to deliver.

NGA WHAK APUTANGA - OUTPUTS

A range of activities that can be implemented by organisations depending upon their capacity to deliver.




• E Tipu E Rea is made

available to Maori

organisations and

communities in the

most accessible

format for those

organisations.


• Maintaining interest/

contact with taiohi

beyond specific

projects or activities.

• Organising hui

around other

activites that taiohi

are involved in.

• Limited resources

among those who

have interest.

• Keep a record of the

information

gathered.

• Keep a record of the

young people

attending.

• New activities

implemented

reflecting information

gathered.

• Sustained contact

between taiohi and

your organisation.

• Implement one

information

gathering process a

year to up-date

information on what

taiohi want.

• At least one youth

driven project a year.

• An increase in taiohi

using services each

year.

ACTIVIT Y 1

Find out what taiohi want by interacting with them either through hui, korero or survey.




Practical TipsACTIVIT Y 1

Find out what taiohi want by interacting with them either through hui, korero or survey.

This does not have to be a long hui (an hour or two at the most).

Goal: To find out what taiohi want.

Objectives: Development of a possible programme of activities.

Taiohi have ownership of programme of activities.

Output: Taiohi engaged in activities that are relevant to their needs.

Nga Mahi - Activities and Practical Tips


Process

Work with group of taiohi to organise hui. What needs to be organised are:

• Venue. Someone has to book a venue. Get one of the young people to do this because it builds leadership.

• Promotion. Someone needs to tell the young people about the hui. The young people will have some ideas

on how to do this.

• The programme for the hui. Do give it some structure and provide opportunities for the young people who

are working with you to organise the hui to lead it. Be available to give support while they do this.

• Refreshments. If you are going to include some refreshments how will these be provided?

Here is a suggested programme

Karakia: Short opening prayer

Mihi Whakatau: Welcome speech

Gathering ideas:

• Get everyone to write down his or her ideas on a piece of paper that you have supplied.

• Going around the room, ask every person present to read out one suggestion. Continue to do this until you

have everyone’s suggestions up on the board. Where an activity has come up more than once put a tick next

to it. This will give you a list of the more popular ones. You now have a list of activities.

• Next, you will need to organise how these can be implemented. Some of the young people will be interested

in doing this, and it may be useful to organise them into teams to make things happen. This will also maintain

interest.

• Karakia: Short closing prayer.

Tikanga Maori

It is important to include:

• karakia at the beginning and end of the hui

• mihi whakatau after the opening karakia to welcome everyone

• awhi and manaaki.


• Continually review

content on website.

• Plan for upgrades

where necessary.

• Identify and maintain

contact with other

organisations

(especially through

links on your

website).

• Taiohi share their

skills and knowledge

with adults less

familiar with

computers and the

Internet.

• Technological

challenges for adults.

• Safety issues such as

inappropriate use by

other people,

including adults.

• Keeping information

current.

• Maintaining or

keeping up with

technological

advances.

• Expenses in

maintaining,

updating your

website.

• Link/hit indicators on

each page of site.

• Website serves as

place for taiohi and

adults to share and

exchange ideas.

• Taiohi are accessing

website to share

ideas and

information with one

another.

• Other organisations

ask for assistance in

establishing or

linking their sites to

yours.

• Organisations

establish a website

once a decision is

made to do so.

ACTIVIT Y 2

Set up a website where taiohi can access information, voice concerns and write submissions.




Nga Mahi - Activities


Set up a website where taiohi can access information, voice concerns and write submissions.

This activity is not for everyone. Before you get going, here are some questions that you will need to answer:

1. Do I, or the organisation/group that I belong to, have the ability and skills to build and maintain a web site?

2. If I/we do not have the skills to do this, where and how can we get this done?

3. Is that going to cost us money, if so, how much and where are we going to get the funds?

4. Is there a website for us that already exists on the Internet?

5. If I/we build a website, what is its purpose? That is, what will it do?

6. Who will be using the website and who is the target audience?


7. What information will be on the website?

8. How do you want a visitor to interact with your website?

9. Is a website the best way of reaching your audience?

When you have answered the above questions, then you are ready to proceed.

Suggestion 1

If you are near a tertiary institution or training provider that has a multi-media or computer course, they might

be interested in building the site for you as a project for their students. Approach them and find out. Sometimes

they may do this for nothing. However, be prepared to pay the student or students who work on this for you.

This may be how they earn money to supplement their student allowance or loan.

Suggestion 2

You may be able to negotiate a scholarship for one of the young people in the group that you are working with

to attend the course to learn how to do this for you.

Suggestion 3

Search the Internet for useful and interesting sites. If you do not have access to the Internet at home or through

your place of employment, then you can do this at the library or at a cyber cafe. Encourage the young people

that you are working with to do this. They are likely to find sites of interest to them and these will be useful

when you develop your own site.

Here are some taiohi-focused websites that may give you ideas:

www.urge.org.nz

www.trippin.co.nz

www.Maori-arts.com

www.aotearoalive.com


• Incentives for taiohi

to participate, e.g.

financial assistance

with attendance,

travel with annual

trips somewhere

outside of rohe.

• Developing good

processes.

• Identifying groups

who are doing well

and seeking their

advice and support.

• Including

maintenance of taiohi

roopu in your annual

or strategic planning

hui.

• Taiohi may not take a

keen interest in

politics therefore

only a limited

number will want to

participate and this

may not be enough

for a roopu.

• Adults are reluctant

to involve taiohi in

their work.

• Managing or

developing processes

that allow for

effective and

meaningful

participation by

taiohi.

• Providing adequate

resources to support

taiohi roopu.

• Establish a register of

taiohi roopu.

• Taiohi roopu are

established at all

levels of whanau,

hapu, iwi and

community groups.

• Increase in taiohi

roopu engaged or in

partnerships with

Maori organisations.

• Taiohi are active

members of Maori

decision-making

bodies.

ACTIVIT Y 3

Set up taiohi roopu (e.g. marae committees, iwi authorities and councils) to address youth issues.







Set up taiohi roopu (e.g. marae committees, iwi authorities and councils) to address youth issues.

This is obviously an activity that different levels of organisations can be involved in, however, you will need to

be careful of overlaps in activities (e.g. taiohi roopu at council and iwi authority levels). Protocols will obviously

need to be worked out in this case. Here are some questions that you will need to answer:

1. What would a taiohi roopu do?

2. Is there an existing taiohi roopu? If so, at what level does it operate, e.g. is it local and what does it do?

3. Do taiohi Maori want a roopu? How would I find out if they do?

4. Do I and/or my organisation have the ability to organise and run a taiohi roopu?

Suggestion 1

Spend time with groups of taiohi Maori finding out if they are interested in forming a roopu and what they think

such a group would do.

Suggestion 2

Find out if taiohi roopu exist.

Some local authorities have youth councils attached to them as do some iwi authorities. There is no National

Youth Council although there is a Federation of New Zealand Youth Organisations that is made up of national

youth bodies like Scouts and Girl Guides. There are also other national bodies that have a focus on youth

issues, but no national organisation that focuses on taiohi Maori issues.

Suggestion 3

If a roopu exists, but you still want to form another one that focuses specifically on taiohi Maori at whatever the

level, e.g. marae, whanau or regional, then you will need to work out some procedures that set out how the two

roopu will relate to each other. Avoid re-inventing the wheel. To do this, you will need to organise a hui at

which the two roopu will talk about what they do and how they can work together.

Suggestion 4

Before you have the hui above, you will need to work out what it is that you want the roopu to do. In other

words, you need to be clear on the:

• goal

• objectives

• activities

• outputs or outcomes.


Suggestion 5

Assign jobs to the people involved.

Suggestion 6

Work out a budget because you will need some funds to run the roopu. If it is a small marae or whanau taiohi

roopu then you should be able to raise the funds you need locally. If the roopu is larger you may have to go to

regional or national sources of funds like Lottery Youth.

Other funding sources can be identified through two Funding Information Service databases: Break Out and

Fundview. Break Out provides advice for individuals seeking funding and Fundview provides advice for

community groups. These databases list both government and non-government sources of funding, closing

dates for applications, eligibility criteria, and the amount of money available. The databases can be accessed

from many sites around New Zealand, including many public libraries, Citizens Advice Bureaux, Te Puni Kokiri

and Department of Internal Affairs’ offices. The Funding Information Service has a website: www.fis.org.nz

Suggestion 7

Involve taiohi Maori at all stages. Do not proceed past Suggestion 1 if they are not involved. In this way you will

be developing leadership skills, affirming community involvement and acknowledging the value of taiohi Maori

in organising and decision making.


• Promote the idea that

the radio stations will

be increasing their

listeners.

• For the newspapers,

promote the idea

that it will encourage

taiohi Maori their

whanau and friends

to read newspapers.

• Persuade radio

stations that their

taiohi Maori

programmes air when

taiohi are not

involved in other

activities.

• Take ideas to radio

stations and

newspapers about

content that is

interesting to them,

taiohi Maori and the

general public.

• Limited interest by

newspapers wanting

to publish stories

about taiohi Maori

achievements.

• Limited interest by

other media.

• Programmes running

at inappropriate

times for taiohi

Maori.

• Taiohi would prefer

to listen or watch

other programmes.

• Survey taiohi Maori

to ascertain listening

and watching rates.

• Survey general

community on their

observations of

articles and

programmes.

• Articles and stories

about the

achievements of

taiohi Maori regularly

appear in local

newspapers, on local

radio stations and on

television.

• Taiohi Maori radio

programmes

throughout the

country, particularly

on iwi radio stations.

• Programmes on

these stations will

broadcast issues of

interest to young

people.

• Television

programmes

particularly for taiohi

Maori, e.g. ‘Mai Time’

and ‘Pukana’, will

continue to focus on

issues of value to this

age group.

ACTIVIT Y 4

Publicise activities by using local newspapers, radio stations or television.






ACTIVIT Y 4 (CONT.)





• Other youth-

oriented

programmes on

television will

begin to reflect

the issues

relevant and

important to

taiohi Maori.

• Television and

radio programmes

for older taiohi

Maori will begin to

play on air within

the next 5 years.



Publicity

Getting some positive publicity is good for a number of reasons. The best reason is that it recognises the work

and involvement of taiohi Maori in constructive ways.

Suggestion 1

You need to make the right contacts. Here are some ‘rules’ suggested by Jenni Raynish in her book Getting

Famous for Free in New Zealand: A step-by-step guide to how your business, sports club or services group can

hit the headlines (1996). This book is recommended because it is easy to read, is a good ‘how to’ book and is

New Zealand focussed.


1. If your activity will affect people in your neighbourhood, contact your community newspaper and local/iwi

radio station.

2. If the activity or event will be of interest to a wider group, then add the daily newspaper and in some areas

your local television station.

3. If it’s a truly huge event, like a visit by some famous person, contact the national television stations, women’s

magazines and all major radio stations.

4. When you are considering publicity, you need to make your news or story as relevant and interesting to as

many people as possible.

Suggestion 2

Keep an eye on the media. Look at the kinds of events they like to cover. You will find local/iwi papers, radio

and television stations like to cover feel good stories about their local communities. Capitalise on this every

time you have a positive taiohi achievement story.

Suggestion 3

Build up contacts with the media. It will make it easier for you to get your stories published.

Suggestion 4

Practice what you are going to say by writing it down. Sometimes they may ask you to send in a written piece.

To make your story as newsworthy as possible make sure you cover the following points:

• Who, what, why, when, where and how?

Here is an example.

Who?

Kia ora. My name is [insert name] and I’m the

[insert position and organisation]. We have a

mentor programme to provide positive role

modelling for taiohi Maori in the local

community.

Why and what?

Next Thursday, we’re having a seminar for the

people who are mentors and our guest speaker

is [insert name]. I’m ringing to see if you would

be interested in covering the event.

When?

[Insert name] confirmed at least three months

ago that she would be able to take time out of

her busy schedule for our event.

Where?

The seminar starts at [insert date and time of

event] and will be at [insert venue].

How?

I’d be pleased to provide any other information

about the visit and our organisation. If you want

I am willing to spend some time with you. We

could make an appointment now.


Suggestion 5

Always make a follow up call. If they said no the first time around, they may change their mind the next time.

Suggestion 6

Find out what the deadlines are for getting stories to the media.

Suggestion 7

Photos make a difference. Create situations that will make an interesting photo.

AN ANNUAL PUBLIC ATION

Suggestion 8

The activities here also include the possibility of an ‘annual’. An annual is a publication that comes out once

a year. It will be a collection of the stories and events that have happened during the past year as a result of

someone or some group using the ideas in E Tipu E Rea. You might complete an activity or send one in for

inclusion in future. It’s another way of celebrating success and achievement.

The annual can be published by anyone. However, to do that you need to ask yourself the following questions

if you decide to pursue it:

1. Do I and/or my organisation have the skills, ability and budget to publish an annual?

2. What are some examples of annuals that I might use to give me some idea of what can be done?

3. What is involved in putting an annual together?

Suggestion 9

Have a look at magazines that celebrate achievers. Try your local high school or your local library.

Kokiri Paetae is a bilingual newsletter published by Te Puni Kokiri every six weeks. The newsletter celebrates

and highlights Maori achievements in the community. You can check out a copy on website: www.tpk.govt.nz

Suggestion 10

Talk to publishers of Maori targeted magazines to find out what would be involved. Two national magazines

that you might be familiar with are Tu mai and Mana.

Suggestion 11

You will need to work out a plan to get contributions, record subscriptions, get the layout design completed

ready for publication. Of course this will all cost money so a budget is essential.

Suggestion 12

You may have to consider advertising to help you pay for the cost of producing the annual. Look for advertising

that is appropriate to the kaupapa, e.g. clothing labels that young people are interested in or companies that

promote healthy images.



organisations that

participate, e.g.

prizes.

• Promote activities

through local

newspapers, radio

and where possible

televison.

• Provide adult

mentors/tutors to

support taiohi

leaders in groups.

• Groups and

organisers may not

be interested in

participating in these

festivals.

• Limited opportunities

to perform or share

ideas with other

groups in the

community.

• Cultural barriers such

as familiarity and

fluency with te reo

Maori or kapa haka.

• Competing interests

may limit

involvement of some

taiohi.

• The organisers of the

kapa haka

performance register

the number of groups

performing and/or

the number of young

people performing.

• The organisers of the

drama performance

register the number

of performances

done, the number of

young people

performing.

• Increase in number of

performing groups

with taiohi leading or

developing material

for the groups.

• Key taiohi issues

expressed through

performance

mediums.

• At least one kapa

haka performance a

year within a rohe or

sponsored by an

organisation that

enables taiohi Maori

to express their ideas

on various taiohi

issues.

• At least one drama

performance a year

within a rohe or

sponsored by an

organisation that

enables taiohi Maori

to express their ideas

on various taiohi

issues.

• Increase in Maori

performing arts

groups with high

taiohi participation

rates.

ACTIVIT Y 5

Set up kapa haka and drama groups and festivals as ways for taiohi Maori to express their various issuesand concerns.







Set up kapa haka and drama groups and festivals as ways for taiohi Maori to express their various issues

and concerns.

Many of you already do this, so here’s a very obvious suggestion to those who don’t:

Suggestion 1

Most communities have someone who is involved in or teaches either kapa haka or drama. Approach them and

ask for advice. You might find that they are interested in working with you. If you don’t know anyone for kapa

haka contact the national office of the Aotearoa Traditional Maori Performing Arts Society at the following

address:

Aotearoa Traditional Maori Performing Arts Society

P O Box 5619

Wellington

Phone: 04 499 6158 or 0800 188 071

Fax: 04 499 6157

Email: [email protected]

Website: www.atmpas.org.nz

The office might be able to recommend someone who lives near you.

For other Maori performing arts activities you could contact:

Toi Maori Aotearoa

P O Box 9570

Wellington

Phone: 04 801 7914

Fax: 04 801 9412

Email: [email protected]

Website: www.maoriart.org.nz

Suggestion 2

There are also some Maori dance, music and drama groups that work with taiohi Maori. If you contact them

they might have some handy hints on how to get started.

Suggestion 3

Organising a festival can be as big as you want it to be. It can be at a local level with various pa and/or groups

involved or it can be at a regional or national level like the secondary schools kapa haka performances.

Remember that a festival does not have to be a competition. It can also be an occasion that provides an


opportunity for people to get together and have fun. Where something exists, do not reinvent the wheel.

Rather, join in and see what a difference you can make. If there is nothing around that is anything like your idea

then you need to ask yourself the following questions:

1. What is the purpose of the festival? (Goal)

2. Why organise a festival? (Objectives)

3. Who would participate in the festival?

4. Where would the festival be held?

5. When would the festival take place?

6. What activities will be at the festival?

7. What needs to be done to organise the festival?

8. How much will it cost?

9. How will I/we get the funding?


• Organise promotional

stories of tuakana/

teina partnerships in

local papers and on

radio and television

where able.

• Keep costs low by

encouraging

tuakana/teina

partnerships to

explore ways in

which they can

develop their

relationship without

the need for a lot of

money, e.g. going on

hıkoi.

• Identify similar

programmes and

share resources with

them.

• Match taiohi with

whanau members.

• Limited interest in

mentoring

programmes, funding

or resources

(including adults who

will act as mentors

for taiohi).

• Register the number

of taiohi participating

in tuakana/teina

programmes.

• Tuakana/teina

programme

established shortly

after a decision to

proceed with the

activitiy.

ACTIVIT Y 6

Establish a buddy system based on the principle of the tuakana/teina relationship.







Establish a buddy system based on the principle of the tuakana/teina relationship.

Another name for buddy systems is mentoring programmes. What makes this activity different is that it is

based on the principles that are integral to the relationship between a tuakana and a teina. Because whanau,

hapu and iwi may have different ideas about this, it is important to identify what these are.

Suggestion 1

Talk to a local pakeke/kaumatua about this. Ask what the important factors are in such a relationship. Note

them down and explain to the pakeke/kaumatua that you are going to use these principles in a mentoring

programme for taiohi Maori.

Once you have this information, you then need to sit down and ask yourself the following questions:

1. What do I/we want the tuakana/teina programme to do? (Goal)

2. Why is such a programme important? (Objectives)

3. Who will be involved as tuakana and who will be the teina?

4. What role will the tuakana have?

5. When will the programme start?

6. What is the area that the programme will operate in? Marae whanau? Taiohi Maori at the local school? Taiohi

Maori in the community?

7. How will we make it happen?

8. Are there buddy programmes already available in your area? What are they and can you work with them?


• Promote the idea of

self-confident taiohi

Maori when selling

the idea.

• Also promote the

idea of knowing your

own history to

participants.

• Taiohi Maori are not

interested.

• Whanau are not

interested.

• Other organisations

are not interested in

running workshops

of this nature.

• Taiohi Maori in

whanau, hapu, iwi

and other

organisations are

able to complete a

mihi and identify

their hapu and iwi

when the occasion

arises.

• At least one hui a

year with opportunity

to learn how to mihi

and to know

whakapapa.

ACTIVIT Y 7

Provide opportunities for taiohi Maori to learn how to mihi and know their whakapapa.






Provide opportunities for taiohi Maori to learn how to mihi and know their whakapapa.

It is preferable that learning occurs in a whanau, hapu or iwi environment. This will enable the taiohi to learn

the stories that apply to her or his history. Where this opportunity may not be available, you are encouraged to

provide opportunities for the taiohi to spend some time, however short, with people from their iwi tıpuna.

Suggestion 1

Check to see if the taiohi that you are working with want to do this. Don’t do it just because you think that it’s

a great idea - the taiohi involved may not want to participate.

Suggestion 2

If you cannot deliver the learning sessions, then you will need to find someone. If you are near a tertiary

institution like a whare wananga, polytechnic, university or training provider contact them and see if they have

someone who might be interested in this project. They may even consider running this as a short course

although that may cost the taiohi a fee. Alternatively, approach the local high school or someone you may

know in the community.


Suggestion 3

You need to ask these questions:

• What is the purpose of this activity? (Goal)

• Why is the activity necessary? (Objectives)

• Who is the activity for?

• How much will it cost to run?

• Whether or not it will cost the taiohi participating - this may limit participation. However, you may find that

some people will appreciate an opportunity to make a small contribution.

• Whether it is open to others besides the taiohi?

• Who is going to teach mihi and whakapapa?

• Where will you run it?

• When will it start?

• How will it be done - wananga style, classroom style.


• Make the wananga a

project for taiohi

Maori to organise

every year.

• Investigate resources

needed before

embarking on

wananga assessing

what can be done

without the need for

going to outside

sources.

• Survey participants

well to ensure

content is relevant

and interesting.

• Promote the concept

of whanaungatanga

to potential

participants and

supporters.


the concept.

• Subject matter of

wananga of no

interest to either

taiohi Maori, kuia or

koroua.

• Lack of resources.

• Registration of

participants.

• Story for local

newspaper, radio

and/or television

where appropriate.

• Kuia, koroua and

taiohi surveyed to

establish the content

of such hui.

• At least one such hui

held a year.

• Evaluate wananga.

ACTIVIT Y 8

Organise wananga that reinforce the relationship between taiohi and kuia and koroua.







Organise wananga that reinforce the relationship between taiohi and kuia and koroua.

Suggestion 1

Confirm that people are interested in this idea.

Suggestion 2

You need to ask these questions:

• What is the purpose of this activity? (Goal)

• Why is the activity necessary? (Objectives)

• Who is the activity for?

• How much will it cost to run?

• Whether or not it will cost the taiohi participating - this may limit participation. However, you may find that

some people will appreciate an opportunity to make a small contribution.

• Is it open to others besides the taiohi, kuia and koroua?

• Who will do the organising? The taiohi, kuia and koroua may be quite capable of doing this.

• Where will you run it?

• When will it start?

• How will it be done - wananga, working bees, community services, e.g. mowing lawns, going on picnics,

kapa haka and/or waiata sessions? Those who get involved may have some suggestions too!


• Survey taiohi to find

out what they want.

• Provide training on

working with taiohi

for facilitators/

instructors.

• Workshops might not

meet the needs of

the taiohi

participating.

• All participants may

find the workshops a

waste of time.

• Lack of resources

including finance and

facilitators/

instructors.

• Enrolments/

registration of taiohi

participating.

• Evaluate each

workshop and

include a question

about how the taiohi

heard about it.

• Organisations

undertaking this

activity commit to

one workshop a year.

• System of monitoring

participation

established.

ACTIVIT Y 9

Run workshops on issues relevant to taiohi.






Run workshops on issues relevant to taiohi.

Suggestion 1

Go back to Activity 1. This will help you to find out what issues are relevant to taiohi. Never assume that you

know what the issues are. In fact, follow everything that is suggested because it will give you a format for

meaningful hui.

Suggestion 2

Remember that a workshop has activities and involvement. Build these into your programme.


• Promote the benefits

of healthy taiohi

Maori participating in

the events to the

whanau, hapu, iwi

and community, e.g.

they are better at

sports, they achieve

better in school, their

contribution to

whanau, hapu, iwi

and community

activities will

increase.

• Investigate resources

needed, what can be

provided from within

the group and what

can be provided from

outside the group at

the lowest possible

cost.

• Limited resources.

• Limited support from

adults despite taiohi

interest.

• Events of no interest

to either taiohi Maori

or their whanau.

• Articles in the local

newspaper or on

radio or television.

• Register of teams or

individuals

participating.

• At least one event

held a year. This

event may be tied to

an activity that also

meets another

objective in the kit.

• Taiohi Maori and their

whanau surveyed on

what event will gain

most support.

ACTIVIT Y 10

Organise an event or series of events from the following list:• sports teams• cultural festivals• competitions, e.g. at whanau, hapu and iwi levels, ‘Pa Wars’.• trips (both national and international)• drama• concerts• visits by role models and heroes• Manu korero (this can be additional to the current major Manu korero event held annually).






Practical Tips

ACTIVIT Y 10

Organise an event or series of events from the following list:• sports teams• cultural festivals• competitions, e.g. at whanau, hapu and iwi levels like ‘Pa Wars’• trips (both national and international)• drama• concerts• visits by role models and heroes• Manu korero (this can be additional to the current Manu korero event held annually).

Suggestion 1

Review the tips for other activities for suggestions on how to organise some of the events in this list.


• Survey the local

community and taiohi

to ascertain the level

of support for the

project and the

centre.

• Provide training in

project development

and management

skills if necessary.

Management skills

might be available

through local

business people/

farmers who can

mentor project

participants through

the processes.

• Have an annual

planning hui where

events and activities

for the year are

decided on.

• Incorporate taiohi

Maori participation

into the constitution

and management

statements of the

centre.


the project.

• Limited skills to

develop and manage

the project and the

centre when it is

established.

• Limited resources.

• Centre activities do

not meet taiohi

interests or needs.

• Centre becomes

identified with one

age group or social

group and others

won’t use it.

• Centre looks dated

and therefore taiohi

Maori won’t use it.

• Adults will not allow

taiohi Maori to fully

participate in the

decision-making

processes.

• Keep minutes of

meetings to discuss

the project.

• Run articles in local

newspapers and on

radio, and where

applicable television,

to promote the

centre.

• Undertake a project

that focuses on

setting up the centre.

It will do things like

ascertain the level of

support, investigate

the most desired

activities to be done

at the centre, find the

building, fund raise

and manage the

whole process.

• Taiohi Maori are

involved at all stages

of the centre’s

development.

ACTIVIT Y 11

Set up a youth centre.







Set up a youth centre.

Every generation of taiohi wants a youth centre. Probably the most successful youth centre in the country is

Youthtown in Nelson Street, Auckland. Its secret is probably in the fact that it provides a wide variety of activities

and in fact, during the design workshops out of which E Tipu E Rea has originated, the young people kept

calling it an activities centre rather than a youth centre. Either way, a centre requires a lot of time, energy and

resources (both material and human) to stay open and relevant. Youthtown does a large amount of fund raising

each year to remain afloat.

Suggestion 1

Running a centre is like running a small business, so it is sensible to do a business plan rather than a project

development plan. You may need to do the following things before beginning:

• do some research - to find out if activity or youth centres already operate in your community or region. If

they do, you should talk to people at these centres because they can give you valuable advice about how to

set up your own centre. Bear in mind that you should look to complement, rather than compete with the

other centres – otherwise they may not be so helpful.

• hold hui to find out if there are other organisations or groups who are interested in forming partnerships

with you on your project.

Suggestion 2

Approach local business people to see if they will mentor the project. That is, to work with you to develop the

business plan and then to advise you on how to manage and develop the business.

Suggestion 3

Also consider approaching the Department of Labour’s Community Employment Group (CEG) advisor, your

local authority community development person, youth workers or service providers for your area. Some of

these people can also advise you on your business plan and possible funding. To find your local CEG advisor,

check your telephone book.

Suggestion 4

If you are near a tertiary institution, approach the business school and see if they can provide help. You may

find that a student or group of students may use the project as an assignment. Specifically ask for Maori

students to work with you if that is your wish, after all, the purpose of E Tipu E Rea is to develop the ability of

taiohi Maori to contribute more to decision-making processes.


Suggestion 5

Once you are up and running do not forget that a youth centre is a small business. Although you can display

aroha in the way in which you relate to those involved, it cannot be at the expense of the business. Otherwise,

you will no longer have a youth/activities centre.

Suggestion 6

You can run all the other activities from the youth/activities centre!

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